Title

Authors

Document Type

Presentation

Publication Date

April 2012

Abstract

The purpose of this research is to examine the language proficiency and reading achievement of a diverse group of 899 grade 4-8 ELL students enrolled in a dual language program. These students differed in background factors (parent education, SES), dual language program model (90:10, 50:50), and English language proficiency level (Begin/Early Intermediate, Intermediate, Advanced, reclassified Fluent English Proficient). Results show that there are significant effects due to language proficiency group, parent education, SES, and program model on student outcomes - English language proficiency, Spanish reading, and English reading achievement at program entry, grade 3 and current grade. Results are discussed in terms of the significance of these differences among ELL students and the impact they can have on developmental trajectories.

Comments

Paper presented as part of session: Dual Language Instruction Research and Perspective.This paper is also available in the AERA Online Paper Repository. Each presenter retains copyright on the full-text paper. Repository users should follow legal and ethical practices in their use of repository material; permission to reuse material must be sought from the presenter, who owns copyright. Users should be aware of the AERA Code of Ethics.

Recommended Citation

Kathryn Lindholm-Leary. "Background and Achievement of English Language Learners With Different Levels of English Proficiency in Dual Language Programs" American Educational Research Association Annual Meeting (AERA) (2012).